The effects of problem-posing intervention types on elementary students’ problem-solving

Kopparla, Mahati; Biçer, Ali; Vela, Katherine; Lee, Yunjin; Bevan, Danielle; Kwon, Hyunkyung; Caldwell, Cassidy; Capraro, Mary Margaret; Capraro, Robert M.

doi:10.1080/03055698.2018.1509785

Cited by 42 publications

(37 citation statements)

References 27 publications

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“…In line with this argument, Ultay (2017) stated that problems allow students to analyze, synthesize, and evaluate are claimed to improve their problem-solving skills. This finding is consistent with previous studies which reported that context-based instruction promotes students' problem-solving skills in primary and secondary schools (e.g., Kopparla et al, 2019;Yu et al, 2014).…”

Section: Discussionsupporting

confidence: 93%

The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills

Ahdhianto¹,

Marsigit²,

Haryanto³

et al. 2020

EUROPEAN J ED RES

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Problem-solving and mathematical communication are essential skills needed by students in learning mathematics. However, empirical evidence reports that students' skills are less satisfying. Thus, this study aims to improve students' problemsolving and mathematical communication skills using a Metacognitive-Based Contextual Learning (MBCL) model. A quasiexperimental non-equivalent control group design was used in this study. The participants were 204 fifth-grade students; consisting of experimental (n = 102) and control (n = 102) groups selected using convenience sampling. This study was conducted in four Indonesian elementary schools in the first semester of the academic year 2019/2020. The Problem-Solving Skills Test (PSST) and Mathematical Communication Skills Test (MCST) were used as pre-and post-tests. In order to analyze the data, one-way ANOVA was used at the 0.05 significance level. The results showed that students in the experimental group had higher post-test scores than the control group in terms of problem-solving and mathematical communication skills. It can be concluded that the MBCL effectively promotes fifth-grade students' problem-solving and mathematical communication skills. Therefore, it is suggested that MBCL should be used more frequently in primary school mathematics to further improve students' problem-solving and mathematical communication skills.

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Section: Discussionsupporting

confidence: 93%

The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills

Ahdhianto¹,

Marsigit²,

Haryanto³

et al. 2020

EUROPEAN J ED RES

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“…Although there are studies that direct students to pose problems for their friends (e.g., Cankoy, 2014;Kopparla et al, 2019;Lowrie & Whitland, 2000;Yeap & Kaur, 2000), there has thus far not been a study examining the situation that is explored here. For example, two activities in Yeap and Kaur's (2000) study directing thirdand fifth-grade students to pose problems were as follows: -…Your problem must have the numbers 3, 5 and 36.…”

Section: The Factors Affecting Posing Complex Problemsmentioning

confidence: 99%

“…When examining the aforementioned studies, some (Cankoy, 2014;Kopparla et al, 2019) did not focus on the mathematical complexities of the posed problems. In the studies focusing on the complexities of the problems, on the other hand, the performances of student groups were compared according to activity types (Yeap & Kaur, 2000), or students were asked to pose problems for different students in different grade levels (Lowrie & Whitland, 2000).…”

Section: The Factors Affecting Posing Complex Problemsmentioning

confidence: 99%

“…In addition, it is an important question to be answered whether there are other factors affecting the quality of the problems posed by students. In this context, previous studies have included directives such as -pose a problem for your friend‖ (e.g., Cankoy, 2014;Kopparla et al, 2019;Lowrie, 1999). Do such directives effectively allow addressing the students' complex problem-posing performances?…”

Section: Introductionmentioning

confidence: 99%

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Problem Posing with Third-grade Children: Examining the Complexity of Problems

Kar

Öçal

et al. 2022

Int. J. of Cont. Edu. Res.

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“…Mayer (1998) argued that problem posing can allow students to have positive attitudes toward course content and can enhance their metacognition abilities. Many studies have shown that the strategy of problem posing can allow students to engage in multi‐perspective thinking, which then boosts their abilities of critical thinking, creative thinking and reflection (Kalmpourtzis, 2019; Kopparla et al, 2019; Sung, Hwang, & Chang, 2016; Ye, Chang, & Lai, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of a concept mapping‐based problem‐posing approach on students’ learning achievements and critical thinking tendency: An application in Classical Chinese learning contexts

Hwang¹,

Huang²,

Wang³

et al. 2020

Brit J Educational Tech

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In language courses, it is important to foster students’ systematic thinking and to develop their competence to express, appreciate, criticize and reflect, in particular in such courses as classical Chinese, which aim to develop students’ cultural and literature knowledge. Problem posing is a promising strategy to achieve this objective. However, without sufficient supports, students could feel frustrated since problem posing is a challenging task, in particular for young students. In this study, a fill‐in concept mapping‐based problem‐posing approach was proposed to address this problem. A learning system was developed based on the proposed approach and a quasi‐experiment was conducted on an eighth‐grade classical Chinese course to evaluate the performance of the proposed approach. The experimental results show that the concept mapping‐based problem‐posing approach improved the students’ learning achievement, critical thinking tendency and problem‐posing quality. The interview results further show that the students perceived the approach as being effective from the perspectives of “Improving article comprehension,” “Improving problem‐posing performances,” and “Boosting diverse thinking.”

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The effects of problem-posing intervention types on elementary students’ problem-solving

Cited by 42 publications

References 27 publications

The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills

The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills

Problem Posing with Third-grade Children: Examining the Complexity of Problems

Effects of a concept mapping‐based problem‐posing approach on students’ learning achievements and critical thinking tendency: An application in Classical Chinese learning contexts

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